Practicas de enseñanza del ingles a partir de la implementación del método clil

Abstract

This research project entitled "English Teaching Practices from the Implementation of the CLIL Method"is elaborated in different chapters that guide actions aimed at developing teaching practices of English as a foreign language that allows students to learn from the CLIL method (Content and Language Integrated Learning) in the sixth grades of the educational institutions Brisas de Irique and José Eustasio Rivera located in two municipalities of the department of Meta. This work was structured as follows: In Chapter 1, he gives to know the approach of the problem initially through the context and place of inquiry, then the description of the problem that evokes the problem question is made achieving thus the research objectives that will be developed throughout the process. In Chapter 2, the theoretical references are addressed which support each of the relevant conceptual elements that are developed and exposed in the two core categories of research: teaching-learning of the English foreign language and the CLIL method. In Chapter 3, the research methodology is established which is based on the Action Research that allows under the methodological route to explain each aspect of the research and intervention process such as the didactic sequence "let s talk about living things" based on teaching strategies -learning the CLIL method, information gathering instruments such as the field journal which allows understanding understanding of the actions and finally how the data analysis is performed. Chapter 4 shows an analysis and systematization of the data collected from the descriptive coding matrix, which determine relevant aspects according to the core categories of the research leaving it in evidence that teaching practices can be developed-English learning through the appropriation of innovative methodologies that facilitate the language learning process in meaningful contexts of communication in students. Finally, chapter 5 stipulates the conclusions and recommendations that are consolidated from all the pedagogical, didactic, reflective and systematic work developed during the research project in which the construction of a didactic sequence was fundamental to favor the students' learning through the appropriation of the CLIL method thus facilitating the process in a more meaningful way.